Daily Math Activities
First Grade
Monday
Tuesday
Wednesday
Day 1
Day 2
Day 3
Day 4
Day 5
Sprint 1
Play
“Missing
Parts Cards”
Sprint 2
Play “Bunk
Beds”
Sprint 3
Play “Hide
and Peek”
Sprint 4
Play “Coin
Drop”
Sprint 5
Play
“Finding
Doubles”
Day 6
Day 7
Day 8
Day 9
Day 10
Sprint 6
Estimation
Day 1
Sprint 7
Estimation
Day 2
Sprint 8
Estimation
day 3
Sprint 9
Estimation
Day 4
Sprint 10
Play “Make
10”
Day 11
Day 12
Day 13
Day 14
Day 15
Sprint 11
Play
“Missing
Parts Cards”
Sprint 12
Play “Bunk
Beds”
Sprint 13
Play “Hide
and Peek”
Sprint 14
Play “Coin
Drop”
Sprint 15
Play “Make
10”
Thursday
Friday
Active Learning
Complete the Activity for Your Grade Level Each Day
Day
K-2 Active Learning-Complete the activity listed for each day.
Kindergarten
First Grade
Second Grade
1
Count to 20 and do one jumping jack as each
number said.
Start at 20 and count backwards to 0 while
jumping backwards as each number is said.
Count by 100s to 1,000 while hopping on one
foot as each number is said.
2
Start at 5 and count forward to 12 while
hopping on one foot as each number said.
You will do big jumps and small jumps. Big jumps
are tens. Small jumps are ones. EX: 2 BIG and 3
small. What number? 23 Make up more.
Count by 10s from 0 to 250 and do one
jumping jack as each number is said.
3
Start at 10 and count backwards to 0 while
jumping backwards as each number is said.
You will do giant steps, regular steps, and
Start at 43. Take 9 gallops. Where are you? Start baby steps. Giant steps are hundreds. Regular
at 57 - 6 gallops. Start at 76 - 5 gallops. Start at steps are tens. Baby steps are ones. EX: 4
88 - 7 gallops. Start at 98 - 7 gallops.
GIANT, 6 regular, and 8 baby. What number?
468. Make up more.
4
Start at 10 and count to 20 as you skip once
for each number said.
5
Count from 1 to 30 and jump up and down
once as you say each number.
6
Count from 20 to 30 and stand on one foot
while you count.
7
Count from 1 to 40 and jog in place while
counting.
8
Count by tens to 100 (10, 20, 30….) and touch
your toes one time as you say each number.
Count from 88 to 120. Stand on one foot while
you count. Now, try the other foot.
Start at 13. How many jumps to you need to
make to say 20. Start at 15, 19, 11, 6, 9 & 14.
9
For the numbers 0 to 10, say the number that
is one bigger. (0 and 1 is 1. 1 and 1 is 2. etc.)
When you say the bold number, jump high.
Start at 5. How many jumps to you need to
make to say 8? 9? 10? 11? 12? 13? 14? 15?
Do jumps and hops to make the combinations
of 11. Ex: 3 jumps + 8 hops = 11. 5 hops + 6
jumps = 11. Do the combinations for 12, 13,
14, and 15 also.
10
11
12
13
Start at 125. Make one giant jump forward to
represent one hundred bigger. What number
are you now? Start at 332, 458, 181, 640,
262, 729, 946, 514, & 872.
Start at 75 and count to 107 and touch your toes Count by 5s to 160 and make one jump as you
one time as you say each number.
say each number.
Start at 125. Make one giant jump forward to
Start at 25. Make one giant jump forward to
represent one ten bigger. What number are
represent one ten bigger. What number are you
you now? Start at 32, 458, 181, 640, 62, 729,
now? Start at 32, 58, 81, 40, 62, 29, 46, 14, & 72.
946, 514, & 72.
Start at 13. How many jumps to you need to
make to say 20. Start at 15, 19, 11, 6, 9 & 14.
Do jumps and hops to make the combinations of Start at 673 and count forward to 716. Make
10. Ex: 3 jumps + 7 hops = 10. 1 hop + 7 jumps = one jump for each number said. How far did
10. Do the combinations for 9 and 8 also.
you jump?
Count from 0 to 40 taking one step as you say
Start at 42 and count to 122 taking one step as
each number. See how far you can walk in 40
you say each number. See how far you can walk.
steps.
Start at 3. How many jumps to you need to
Start at 3. How many jumps to you need to
make to say 4? 5? 6? 7? 8? 9? 10?
make to say 8? 9? 10? 11? 12? 13?
Count from 13 to 40. Take one gallop as you Count from 62 to 120 and take one gallop as you
say each number.
say each number.
Start at 38 and count forward by 10s to 168.
Do one hop for each number said.
Count by 10s from 100 to 400 and do one
gallop as you say each number.
Start at 138 and count forward by 100s to
938. Do one leap for each number said.
Start at 225. Make one giant jump backwards
Start at 25. Make one giant jump backwards to
Start at 5. How many jumps to you need to
to represent one ten smaller. What number
represent one ten smaller. What number are you
make to say 7? 8? 9? 10?
are you now? Start at 732, 58, 781, 340, 62,
now? Start at 32, 58, 81, 40, 62, 29, 46, 14, & 72.
829, 946, 414, & 72.
14
Count from 10 to 19 the "Say Ten" way. (10
and 1 is 11. 10 and 2 is 12.) When you say
the bold number, jump high.
Start at 225. Make one giant jump backwards
You will do giant steps and baby steps. Giant
to represent one hundred smaller. What
steps are tens. Baby steps are ones. EX: 4 GIANT
number are you now? Start at 732, 258, 781,
and 8 baby. What number? 48 Make up more.
340, 662, 829, 946, 414, & 572.
15
Count to 100. Jog in place while counting.
How far can you count before you have to
rest?
Count to 120. Jog in place while counting. How
far can you count before you have to rest?
Start at 3 and count by 10s to 113. Take one
gallop as you say each number.
SPRINT
1
SPRINT
2
SPRINT 3
SPRINT
4
SPRINT
5
SPRINT
6
SPRINT
7
SPRINT
8
SPRINT
9
SPRINT
10
SPRINT
11
SPRINT
12
SPRINT
13
SPRINT
14
SPRINT
15
Missing Parts Cards
Cut out each card.
The numeral tells the whole.
The two dot groups represent the parts.
Use a post it or a piece of paper to cover one of the parts.
Have your child tell you the missing part.
Bunk Beds
Give your child some coins, beans, or other small items to use. These
are going to be the people sleeping in the beds.
Have them arrange a group of people on the beds with some of them
on the top bunk and some of them on the bottom bunk. On a piece
of paper write the equation for the people on the bed.
Turn over one of the Bunk Bed Number Cards to tell the people how
to move on the bed. After moving the people, write the new
equation for the people on the bed.
Continue to play until all cards are used. Then, they can be shuffled
and play can continue. Be sure to write each new equation.
Start with 7 people in the beds. Be sure to put some of the 7 in the
top bunk and some of the 7 in the bottom bunk.
You can then play with other amounts of people.
1
1
Goes
Goes Up
Down
2
2
Go
Go Up
Down
3
3
Go
Go Up
Down
3
3
Go
Go Up
Down
2
Go
Down
2
Go Up
1
Goes
Down
2
Go Up
Bunk Bed Number Cards
Hide and Peek
Use some type of counters such as cereal or beans.
Start by putting out 6 counters. Ask your child to tell you how
many they see.
Have your child close his/her eyes. While eyes are closed, remove
some, all or none of the counters.
Ask your child how many counters are in your hand.
Put the counters back, play again removing a different amount.
Once your child is successful with 6, move on to 7, and then to 68.
Our goal is for first graders to play this successfully with up to 10
counters, but feel free to continue to increase the number of
counters to 15.
Coin Drop
To play Coin Drop you will need a cooking pot and some coins.
You are going to place the pot behind your child so they cannot see
you.
Have your child listen to tell you how many coins you dropped into
the pot.
You will put 2 coins in your child’s hand.
Drop in 3 coins. Drop coins into the pot of 1 coin every 1 to 2
seconds.
How many total coins for those you dropped and those in the
child’s hand---5.
Start with totals up to 5 and using a small number of dropped coins.
If your child is successful, add a few more coins to their hands
or/and to the drops. Work with totals up to 10.
Finding Doubles
To play, you will need to cut out the number cards below.
You will need some counters (beans, cereal, candy) to use as markers
for the game board and as counters, if your child needs them.
Turn all the number cards over.
Have your child draw a number, double the number, and mark it on
the game board. Example: 3 is drawn so 3 + 3 is 6. Mark 6 on the
game board.
Play continues until no more doubles can be found on the game
board.
What does your child notice about numbers that are a double and
numbers that aren’t a double.
1
2
3
4
5
6
7
8
9 10
Finding Doubles
2 12 10 3
9
6
7
8 11 5
9 13 1
4
6
7 10 12 7
5
20 17 11 12 18
16 15 19 13 14
Parents, please cut or tear the paper apart at the bold black line so your
child will not be able to see the answer.
Estimation---You will work on these glasses of marbles over 4 days. On Day 1 use
what you can see to make an estimate of how many marbles are in the glass. What
is an estimate that you think is too high and an estimate you think is too low.
Day 1 Glass
Day 1 Glass
The Reveal
Day 2
Use the quantity
in the first glass
to help you
estimate the
amount in the
second glass.
Make an estimate that is too high and an estimate that would be too low.
Day 3
The reveal.
Day 3
Use glass 1 and
glass 2 to make
an estimate for
glass 3. Make an
estimate that is
too high and an
estimate that
would be too low.
Day 4
The reveal and a
new glass. Use
the amounts in
the three glasses
to make an
estimate for the
fourth glass.
Make an estimate
that would be too
high and an
estimate that
would be too low.
Day 4
The reveal.
Make 10
Cut out each strip. Place the 10 strip in front of your child.
Have them use the other strips to find ways to make 10. Be
sure they use 3 or more strips for some of their work. These
can be used to make others totals such as 7, 8, or 9, as well as
11, 12 , and 13.
3
3
6
1
5
2
2
3
4
1
4
6
5
5
4
6
3
7
8
2
9
10
1